本研究旨在透過行動研究法的運用，探討高雄市兩所偏鄉小校跨校推動教師專業發展的策略和成效。研究結果發現：1.跨校推動教師專業發展，透過有系統的規劃和執行，有助於持續性的強化教師對教學方案核心能力的關注，以及促進校際之間的相互學習；2.透過學科教學知識產出型的研習課程，有助於提升教師能力本位的專業發展成效，但跨校進行教學方案的研發，受限於校際之間的差異不易形成；3.校內和跨校進行教室觀課有助於提升教師專業知能和教育視野，但跨校部分仍無法避免教師個人因素與校際氛圍所帶來的限制；4.教師領導者在學校教師專業發展的過程中扮演關鍵性的角色，有助於教師學習文化的活絡與紮根。本研究最後分別針對教育行政主管機關、學校校長、教師、以及後續研究提出進一步的建議。

The main purpose of this study is to investigate the strategies and effectiveness of small-scale schools’ promotion of teachers’ professional development， as well as to reflect on the research process and results. The research results showed that: (1) systematic planning and implementation of inter-institutional promotion of teachers’ professional development can help continuously strengthen teachers’ attention to core competences of teaching programs and promote inter-institutional mutual learning; (2) pedagogical content knowledge-based learning courses can help improve effectiveness of teachers’ competence-based professional development. However， it is difficult to implement the R&D of inter-institutional teaching programs due to the differences among schools; (3) in-school and inter-institutional classroom lesson observation can help improve teachers’ professional competences and educational perspectives. However， inter-institutional classroom observation is still restricted by teachers’ personal factors and inter-institutional atmosphere; (4) teacher leaders play a critical role in the process of school teachers’ professional development， which is beneficial to teachers’ activation and rooting of learning culture. In the end， this study proposed suggestions for educational administrative competent authorities， school principals， teachers， and follow-up studies， respectively.